72 Matching Annotations
  1. Sep 2021
    1. This fundamental truth (expressed in economic notation as r > g, or "return on capital is greater than economic growth") means that "meritocracy" is a lie: the richest people in a market economy aren't the people who do the best work, it's the people who started off rich.

      Thomas Piketty's r > g shows that meritocracy is a lie in that the richest people aren't the ones that do the best or most productive work, but simply those who start of rich.

    1. Geniuses are not so much people with extraordinary brains as people who have found particularly good ways to work within their limitations and to extend their brain beyond itself.

      Anecdotally, I've noticed that most "famous" scientists, writers, etc. all kept some sort of significant notebook, commonplace book, zettelkasten, other.

  2. Aug 2021
    1. The Attack on "Critical Race Theory": What's Going on?

      https://www.youtube.com/watch?v=P35YrabkpGk

      Lately, a lot of people have been very upset about “critical race theory.” Back in September 2020, the former president directed federal agencies to cut funding for training programs that refer to “white privilege” or “critical race theory, declaring such programs “un-American propaganda” and “a sickness that cannot be allowed to continue.” In the last few months, at least eight states have passed legislation banning the teaching of CRT in schools and some 20 more have similar bills in the pipeline or plans to introduce them. What’s going on?

      Join us for a conversation that situates the current battle about “critical race theory” in the context of a much longer war over the relationship between our racial present and racial past, and the role of culture, institutions, laws, policies and “systems” in shaping both. As members of families and communities, as adults in the lives of the children who will have to live with the consequences of these struggles, how do we understand what's at stake and how we can usefully weigh in?

      Hosts: Melissa Giraud & Andrew Grant-Thomas

      Guests: Shee Covarrubias, Kerry-Ann Escayg,

      Some core ideas of critical race theory:

      • racial realism
        • racism is normal
      • interest convergence
        • racial equity only occurs when white self interest is being considered (Brown v. Board of Education as an example to portray US in a better light with respect to the Cold War)
      • Whiteness as property
        • Cheryl Harris' work
        • White people have privilege in the law
        • myth of meritocracy
      • Intersectionality

      People would rather be spoon fed rather than do the work themselves. Sadly this is being encouraged in the media.

      Short summary of CRT: How laws have been written to institutionalize racism.

      Culturally Responsive Teaching (also has the initials CRT).

      KAE tries to use an anti-racist critical pedagogy in her teaching.

      SC: Story about a book Something Happened in Our Town (book).

      • Law enforcement got upset and the school district
      • Response video of threat, intimidation, emotional blackmail by local sheriff's department.
      • Intent versus impact - the superintendent may not have had a bad intent when providing an apology, but the impact was painful

      It's not really a battle about or against CRT, it's an attempt to further whitewash American history. (synopsis of SC)

      What are you afraid of?

  3. Jul 2021
    1. I like the idea of some of the research into education, pedagogy, and technology challenges here.

      Given the incredibly common and oft-repeated misconception which is included in the article ("But Zettelkasten was a very personal practice of Nicholas Luhmann, its inventor."), can we please correct the record?

      Niklas Luhmann positively DID NOT invent the concept of the Zettelkasten. It grew out of the commonplace book tradition in Western culture going back to Aristotle---if not earlier. In Germany it was practiced and morphed with the idea of the waste book or sudelbücher, which was popularized by Georg Christoph Lichtenberg or even re-arrangeable slips of paper used by countless others. From there it morphed again when index cards (whose invention has been attributed to Carl Linnaeus) were able to be mass manufactured in the early 1900s. A number of well-known users who predate Luhmann along with some general history and references can be found at https://en.wikipedia.org/wiki/Zettelkasten.

      I suspect that most of the fallacy of Luhmann as the inventor stems from the majority of the early writing about Zettelkasten as a subject appears in German and hasn't been generally translated into English. What little is written about them in English has primarily focused on Luhmann and his output, so the presumption is made that he was the originator of the idea---a falsehood that has been repeated far and wide. This falsehood is also easier to believe because our culture is generally enamored with the mythology of the "lone genius" that managed Herculean feats of output. (We are also historically heavily prone to erase the work and efforts of research assistants, laboratory members, students, amanuenses, secretaries, friends, family, etc. which have traditionally helped writers and researchers in their output.)

      Anyone glancing at the commonplace tradition will realize that similar voluminous outputs were to be easily found among their practitioners as well, especially after their re-popularization by Desiderius Erasmus, Rodolphus Agricola, and Philip Melanchthon in the emergence of humanism in the 1500s. The benefit of this is that there is now a much richer area of research to be done with respect to these tools and the educational enterprise. One need not search very far to discover that Ralph Waldo Emerson and Henry David Thoreau's output could potentially be attributed to their commonplace books, which were subsequently published. It was a widely accepted enough technique that it was taught to them at Harvard University when they attended. Apparently we're now all attempting to reinvent the wheel because there's a German buzzword that is somehow linguistically hiding our collective intellectual heritage. Maybe we should put these notes into our digital Zettelkasten (née commonplace books) and let them distill a bit?

      syndication link: https://browninterviews.org/suddenly-you-realize-that-your-house-is-not-equipped-with-a-water-hose-or-even-emergency-exit-we-are-not-prepared-for-e-learning-at-such-a-large-scale-brown-interviews-dr-jingjing-lin/#comment-637

    1. In our case, a system intended to expand equality has become an enforcer of inequality. Americans are now meritocrats by birth. We know this, but because it violates our fundamental beliefs, we go to a lot of trouble not to know it.

      Class stratification helps to create not only racist policies but policies that enforce the economic stratification and prevent upward (or downward) mobility.

      I believe downward mobility is much simpler for Black Americans (find reference to OTM podcast about Obama to back this up).

      How can we create social valves (similar to those in the circulatory system of our legs) that help to push people up and maintain them at certain levels without disadvantaging those who are still at the bottom and who may neither want to move up nor have the ability?

    1. Now that they are part of comedy history, it can be hard to imagine George Carlin’s most famous routines as anything but finished products. Whether the infamous “Seven Words” from his album Class Clown (released exactly 45 years ago Friday) or the monologues from his hosting of the first-ever episode of Saturday Night Live (which returns for its 43rd season this Saturday), these routines can seem to have sprung fully formed from his mind. But there’s plenty of physical evidence to the contrary.

      It's rarely ever the case (my cognitive bias statement), that anything springs fully formed from the mind.

      Generally there's an infrastructure, a system, a method by which ideas or physical things are aggregated, accumulated, and edited into existence.

      When seeing them well done, they appear magical because we don't see the work or the process. We will often call them genius, when in reality, they're the result of long hard work.

      Take the Pyramids of Giza. They look large and magesterial---and likely moreso in their non-degraded form. But is it so mystical how they may have been built if we were to see the structure and scaffolding that likely went into constructing them?

  4. Jun 2021
    1. Carlos del Rio. (2021, June 7). Here’s Where That COVID-19 Vaccine Infertility Myth Came From—And Why It Is Not True https://t.co/DvBYcCsEJx The evidence firmly shows that the COVID-19 vaccines don’t cause infertility. [Tweet]. @CarlosdelRio7. https://twitter.com/CarlosdelRio7/status/1401928031787225091

    1. <small><cite class='h-cite via'> <span class='p-author h-card'>Jeet Heer</span> in Freedom to Teach in North Carolina - The Time of Monsters (<time class='dt-published'>06/17/2021 09:41:33</time>)</cite></small>

    2. Michael Young coined the term,[1] formed by combining the Latin root "mereō" and Ancient Greek suffix "cracy", in his essay to describe and ridicule such a society, the selective education system that was the Tripartite System, and the philosophy in general.

      Meritocracy was coined to describe and ridicule a society and its selective education system.

    1. <small><cite class='h-cite via'> <span class='p-author h-card'>Jeet Heer</span> in Freedom to Teach in North Carolina - The Time of Monsters (<time class='dt-published'>06/17/2021 09:41:33</time>)</cite></small>

    2. Diminishing social mobility excludes the middle class from the hope of achieving the American Dream.

      Do we actually need social mobility?

      Social mobility and the goods it can purchase can be a useful social motivation.

      However, social mobility for the poorest amoungst us would be good, but how much additional marginal good does society derive from continued social mobility of the middle and upper classes continuing to gain wealth and moving up?

      Perhaps there's a myth of social mobility confounding the issue with the myth of meritocracy as well.

      Certainly the idea of raw capitalism without caps is at play as well. Could providing better governmental oversight of this be a helpful factor for society? (At least American society at the moment? As international competition may drive other broader problems vis-a-vis other pieces of global domination...)

    1. for some analysts this myth of meritocracy entrenches gender and racial inequality. 

      I want to explore this idea a bit. Resources, citations? Which analysts?

    2. That the belief that the United States is a meritocracy is an inherently racist or sexist belief, or that the United States was created by members of a particular race or sex for the purpose of oppressing members of another race or sex.”

      the United States is a meritocracy

      We've liked to tell ourselves this myth, but it's demonstrably untrue.

    1. Betsch, C., & Sachse, K. (2013). Debunking vaccination myths: Strong risk negations can increase perceived vaccination risks. Health Psychology: Official Journal of the Division of Health Psychology, American Psychological Association, 32(2), 146–155. https://doi.org/10.1037/a0027387

  5. May 2021
  6. Apr 2021
  7. Mar 2021
    1. neocolonialist strategy—an attempt to accommodate new realities in order to retain the dominance— neocolonialist methods signal victory for the colonized.

      Neocolonialist strategy is the idea of accommodating new realities as to retain dominance

    2. Origin narratives form the vital core of a people’s unifying iden- tity and of the values that guide them. In the United States, the founding and development of the Anglo-American settler-state in- volves a narrative about Puritan settlers who had a covenant with God to take the land.

      MYTH 2: Origin Narratives

      • Puritan covenant with God to take the land

        • Reinforced by Columbus Myth

          • "Columbia," represented by lady, is found everywhere throughout the USA, in names and idea
        • Reinforced by the "Doctrine of Discovery"

          • European nations acquired titles to lands they discovered and Indigenous inhabitants lost natural right to land after Europeans claimed it.
          • Law of Nations required the subjugation of all people who diverge from European-derived norms of right conduct
        • Reinforced by Academia: Threatened by civil rights

          • Called for "balance," against "moralizing," and pro "culturally relative approach." "There were good and bad people on both sides."

            • "MULTICULTURALISM" is used to support the origin story. "We all got along from the beginning and now we are all a big happy nation"
    3. The ori- gin story of a supposedly unitary nation, albeit now multicultural, remained intact. The original cover design featured a multicolored woven fabric—this image meant to stand in place of the discredited “melting pot.”

      Origin Story myth is perpetuated by idea of multiculturalism

    4. Multiculturalism became the cutting edge of post-civil-rights- movement US history revisionism. For this scheme to work—and affirm US historical progress—Indigenous nations and communities had to be left out of the picture. As territorially and treaty-based peoples in North America, they did not fit the grid of multicultur- alism but were included by transforming them into an inchoate oppressed racial group, while colonized Mexican Americans and Puerto Ricans were dissolved into another such group, variously called “Hispanic” or “Latino.” The multicultural approach empha- sized the “contributions” of individuals from oppressed groups to the country’s assumed greatness. Indigenous peoples were thus cred- ited with corn, beans, buckskin, log cabins, parkas, maple syrup, canoes, hundreds of place names, Thanksgiving, and even the con- cepts of democracy and federalism. But this idea of the gift-giving Indian helping to establish and enrich the development of the United States is an insidious smoke screen meant to obscure the fact that the very existence of the country is a result of the looting of an entire continent and its resources.

      MULTICULTURALISM: US history revision that emphasizes the "contributions" of ethnic groups to the United States, while obscuring the fact that these groups were instead PLUNDERED of their natural resources - it was not a consensual giving process.

    5. This approach to history allows one to safely put aside present re- sponsibility for continued harm done by that past and the questions of reparations, restitution, and reordering society.’

      Danger of accepting origin myth 2: put asides responsibility for continued harm done by past - puts aside option of reparations, restitution, and reordering of society.

      (Why the Origin Myth is currently harmful)

    6. Perhaps worst of all, some claimed (and still claim) that the colonizer and colonized experienced an “encounter” and engaged in “dialogue,” thereby masking reality with justifications and ratio- nalizations—in short, apologies for one-sided robbery and murder.

      Academics attempt to justify settler colonialism and origin MYTH, with idea that there was dialogue between settler and indigenous, when in reality it was one-sided robbery and murder.

    7. Writing US history from an Indigenous peoples’ perspective re- quires rethinking the consensual national narrative. That narrative is wrong or deficient, not in its facts, dates, or details but rather in its essence. Inherent in the myth we’ve been taught is an embrace of settler colonialism and genocide. The myth persists, not for a lack of free speech or poverty of information but rather for an absence of motivation to ask questions that challenge the core of the scripted narrative of the origin story. How might acknowledging the reality of US history work to transform society? That is the central question this book pursues.

      MYTH: there was a consensual relationship between indigenous people and settlers. Exists due to lack of motivation to ask questions that challenge that narrative.

      • Belief that "the continent had previously been terra nullius, a land without people.

      • Perpetuated by unconcious manifest destiny.

        - "Free Land" - "Northwest Ordinance
        
  8. Feb 2021
    1. Tang, J. W., Bahnfleth, W. P., Bluyssen, P. M., Buonanno, G., Jimenez, J. L., Kurnitski, J., Li, Y., Miller, S., Sekhar, C., Morawska, L., Marr, L. C., Melikov, A. K., Nazaroff, W. W., Nielsen, P. V., Tellier, R., Wargocki, P., & Dancer, S. J. (2021). Dismantling myths on the airborne transmission of severe acute respiratory syndrome coronavirus (SARS-CoV-2). Journal of Hospital Infection, 0(0). https://doi.org/10.1016/j.jhin.2020.12.022

    1. Some people "get" the idea of systemic privilege and ask "But what can I do?" My answer is, you can use unearned advantage to weaken systems of unearned advantage. I see white privilege as a bank account that I did not ask for, but that I can choose to spend. People with privilege have far more power than we have been taught to realize, within the myth of meritocracy. Participants can brainstorm about how to use unearned assets to share power; these may include time, money, energy, literacy, mobility, leisure, connections, spaces, housing, travel opportunities. Using these assets may lead to key changes in other behaviors as well, such as paying attention, making associations, intervening, speaking up, asserting and deferring, being alert, taking initiative, doing ally and advocacy work, lobbying, campaigning, protesting, organizing, and recognizing and acting against both the external and internalized forms of oppression and privilege.
    2. Think about why U.S. people, especially White people, have trouble seeing systemically. Explain the myth of meritocracy: that the unit of society is the individual and that whatever one ends up with must be whatever that individual wanted, worked for, earned, and deserved. Why do you think this myth survives so successfully, suppressing knowledge of systemic oppression and especially of its "up-side,"systemic privilege?
    3. I repeatedly forgot each of the realizations on this list until I wrote it down. For me, white privilege has turned out to be an elusive and fugitive subject. The pressure to avoid it is great, for in facing it I must give up the myth of meritocracy.

      We need more research and details on the idea of the American myth of meritocracy.

  9. Jan 2021
  10. Dec 2020
    1. In its true sense, myth pertains and is limited to the gods while legend applies to humanity, the heroes.

      Of Gods and men

  11. Oct 2020
  12. Sep 2020
  13. Aug 2020
  14. Jul 2020
  15. Jun 2020
  16. Apr 2020
    1. Johnson’s book (lively and well sourced –  highly recommended) transcends the cliche of the individual innovator  and shows the ways in which innovation depends on a form of social  capital — the networks of people and ideas that innovators learn from  and build upon.

      It's rarely ever about the "lone genius".

  17. Jul 2019
    1. It’s one of the most enduring urban myths of all: If you get in trouble, don’t count on anyone nearby to help. Research dating back to the late 1960s documents how the great majority of people who witness crimes or violent behavior refuse to intervene.
  18. Apr 2019
    1. expressed through many different mediums: rituals, ceremonies, paintings, poems, drama, oral texts such as prayers and music such as hymns, symphonies and folk songs

      in the case of the transparency myth, we see it built into the very institution of the Court, glass everywhere, social media use, etc.

    2. or Christians this myth is believed to be the natural condition of the world, something they take for granted in their everyday lives

      transparency also as a natural condition accepted

    3. As the famous French philosopher Roland Barthes said myth is, in its most basic form, a special type of speech.* What he meant was that a myth isn’t just a genre of stories, its a way of saying something. According to Barthes, the special trick of myth is to present an ethos, ideology or set of values as if it were a natural condition of the world, when in fact its no more than another limited, man-made perspective. A myth doesn’t describe the natural state of the world, but expresses the intentions of its teller, be that a storyteller, priest, artist, journalist, filmmaker, designer or politician.
  19. Aug 2016
  20. May 2016
    1. My list reflects an attempt to draw stories from a large variety of cultures as well as to incorporate tales with more female protagonists

      This unit lesson is clearly designed to be all encompassing and diverse which benefits student interest for the curriculum.

    2. the trickster appeals to the child in us who questions puffery and silliness in outmoded or ar- chaic institutions and thought

      This is true the trickster is usually funny and they are usually the long lasting character who makes it through the story alive and unscathed.

    3. Finally, students will be intrigued to note the prev- alence of the trickster in a variety of cartoon fig- ures from Bugs Bunny to Wily Coyote

      Referencing bugs bunny and wiley coyote might require a video introduction to modern day students but it is a good example of the trickster archetype

    4. Be- cause we have no textbooks containing all the sto- ries, students are responsible for obtaining copies of the stories themselves, or, if necessary, pho- tocopying one from my collection

      This is good because it gives student's some responsibility to find their story, which may require an exciting trip to the library.

  21. Apr 2016
    1. Because few un- dergraduate degrees require instruction in my- thology and its related fields, most teachers ac- quire a BA without coming near them. Conse- quently, few high-school curricula require myth instruction because (in a tautological stance) few colleges require undergraduate coursework in it.

      This is very interesting. This means that it is just a cycle at this point because we are not learning about mythology in college, so we cannot teach mythology to those in grade school.

  22. Feb 2016
    1. He was told he would need a gold chain long enough to reach below, a snail's shell filled with sand, a white hen, a black cat, and a palm nut, all of which he was to carry in a bag.

      Aside from the obvious, as the text later mentions what the items are for, I'm curious, what is the significance of the items? For example, why a gold chain? Why a snail shell? Why does it have to be a white hen and a black cat? Why the palm nut as apposed to other trees?

    2. How does this creation story differ from the others you have read this week?

      In this creation story many people were killed and the others it was peaceful because when humans came to earth they were welcomed by animals or other people offering help until they found somewhere to go.

    3. The new people built huts as Obatala had done, and soon Ife prospered and became a city.

      People came in with new ideas and help expand on the town.

  23. Dec 2015
    1. The bubbles then stick around for about 20 to 30 minutes, and you won’t be able to crack your knuckles again until they are gone — a sure sign that the sound is not caused by bursting bubbles, as was the leading hypothesis for many years.

      My mum was wrong ha ha

  24. Nov 2015
    1. So, that portion of one’s Self, which he has disowned by claiming he is finite, becomes an intuitive perception of potential of unattained good, or unattained life, but nevertheless attainable through some path or other. So, while that one identifies himself three-dimensionally, he is constantly reminded, goaded, pushed by his Actual Oneness and Universality to give up his finite view as fact. This whole process has nothing to do with evil, error (as power) the dark forces, evil powers, or the devil. You could say it is purely mechanical, with no values associated with it.

      Source of the perception of evil (devil, darkness, etc).

      The natural evolution of life.

      This is important: The infinity of our Being shines through the belief in death as intuitive perception of potential. We are constantly - goaded - to return to Truth.

  25. May 2015
    1. Lethe (Leith)

      The River Lethe was one of the rivers of Hades in Greek mythology. Exposure to its waters was held to lead to loss of memory, or, more intriguingly, a state of "unmindfulness" and oblivion. From this origin, it has re-appeared throughout western culture, from Dante to Tony Banks's first solo album (River Lethe in popular culture, Wikipedia).

      By providing the alternative spelling of Leith, Alasdair Roberts 'doubles' this meaning with the Water of Leith, a river that runs through Edinburgh, and co-locates ancient Greek and contemporary Scots mythology.

      The idea of eternal return is bound up with memory, with cultures being compelled to repeat and confront the missteps of the past. So the oblivion of forgetfulness provided by the endless Lethe provides a form of antidote or escape.

  26. Nov 2013
    1. The drive toward the formation of metaphors is the fundamental human drive, which one cannot for a single instant dispense with in thought, for one would thereby dispense with man himself. This drive is not truly vanquished and scarcely subdued by the fact that a regular and rigid new world is constructed as its prison from its own ephemeral products, the concepts. It seeks a new realm and another channel for its activity, and it finds this in myth and in art generally.

      Incredible writing talent and perceptivity.